“My Best Course…Thanks to the Instructor!” Faculty Contributions to Students’ Perceived Value of Course

Abstract

Young people’s academic motivation is a matter of constant concern in the college and university community. Instructors have observed a lack of engagement in classroom, delays in graduating, changes in direction, dropping out, and so on. In order to better understand the dynamics of motivation at the postsecondary level, Marie-France Noël, co-author of this article, conducted a study on the value students place on their studies, courses, and curriculum, as well as the influence social relationships have on student perceptions of that value. In the light of this research, the article deals specifically with faculty contributions to the perceived value of courses, shedding light on the forms such contributions can take.